Article Figures & Data
Figures
- Figure 1. Frequency of medical education podcast listening among GPSTs and GP trainers. GPST = GP specialty trainee
- Figure 2. GPSTs’ and GP trainers’ responses to statements regarding medical education podcasts. GPST = GP specialty trainee
Tables
Theme Theme description Percentage of total responders (n = 133) Illustrative quotes Flexibility and accessibility Podcasts are convenient and accessible, and can be listened to while doing other activities, such as commuting or exercising 78.9% 'Flexibility in engaging with teaching, ability to you revise in natural gaps in the day (commute) or while doing other tasks (chores) […]' GPST
'easily accessible on the go, can multitask and revise/ lear[n] simultaneously.' GPT
'The opportunity for up-to-date information to be disseminated / expert opinion to be shared in a brief format is invaluable.' GPSTDiversity of offering Podcasts cover a variety of topics, accommodate different time restraints, support auditory learners and offer an engaging alternative to reading 35.3% 'For people with neurodiversity or dyslexia podcasts can be particularly helpful. […] Listening is much easier and more appealing to me than reading.' GPT
'I have listened to bitesize podcasts for studying for my AKT and I found these helpful consolidating my learning from reading/practise questions prior to the exam.' GPST
'Short podcasts if you have a 10-minute drive to a house call might be great or an hour looking at something more in depth if you are at home.' GPTAutonomy of learning Podcasts can be paused and replayed to enhance learning, and can be used offline 9.0% 'I can play back areas I didn't catch or understand.' GPST
'Can be listened to in chunks/start and stop as you want.' GPST
'Doctor directed learning. Own time to reflect.' GPTAKT = Applied Knowledge Test. GPST = GP specialist trainee. GPT= GP trainer.
Theme Theme description Percentage of total responders (n = 137) Illustrative quotes Time constraints Difficult to find time within busy schedule to listen to podcasts, and a preference for non-medical content during personal time 36.5% 'Finding the time to listen is still a challenge since this happens mostly during personal time.' GPST
'Tired at end of day, want to switch off and listen to something else rather than medicine in the car.' GPT
'Length, sometimes too long.' GPSTLack of perceived retention Poor knowledge retention owing to mismatched learning styles, lack of interactivity, and distractibility while listening 25.5% 'Some people learn better by visual/face to face. They are generally pre-recorded so no way to clarify/ask questions.' GPT
'Not sure how actively engaged you are as risk of passive listening.' GPT
'May be hard to concentrate if stressed or distracted.' GPT
'I find my recall of information is not as good from a podcast as it is from a presentation or from reading […]' GPSTPodcast credibility Difficulty in identifying trustworthy podcasts amid the growing number of available sources, and uncertainty surrounding the evidence base of podcasts 16.8% 'Can be uncertain of source validity — when is a podcast fact versus opinion?' GPT
'Having a trustworthy site and a trustworthy podcast. What is the podcaster’s agenda?' GPT
'Risk of information not being evidence based — more difficult to fact check information if not reading a paper with references.' GPSTAccessibility and convenience issues Unfamiliarity with podcast platforms, difficulty taking notes while multitasking, and challenges in navigating podcasts compared with text-based resources 13.9% 'If we have hearing problems, concentration problems or no access to spotify or headphones then I can imagine this would reduce accessibility.' GPT
'In addition it is much harder to skip irrelevant information or to locate particular information.'
'Difficult to take notes or "prove" learning.' GPTLack of relevance Difficult to find podcasts relevant to specific educational needs, noting a limited variety of primary care podcasts and lack of UK or Scotland-specific content 5.1% 'Sometimes the ones available aren't relevant to my location.' GPST
'Very few Scottish-based podcasts for GPs and GP trainees.' GPST
'A few of the more popular podcast I have found are American which are not as useful as they have different managements / different units when talking about investigations […]' GPSTGPT = GP Trainer; GPST = GP specialist trainee;
- Table 3. Themes relating to improving the experience of podcasts for primary care education
Theme Theme description Percentage of total responders (n = 95) Illustrative quote(s) Content and format Importance of engaging and practical podcast content, suggesting a mix of clinical and non-clinical topics, concise podcasts with summaries, interactive elements such as quizzes, and easy, free access through popular platforms 34.7% 'Good practical topics, also presented in a concise way, not too long, interactive and practical.' GPST
'Reliable source, clarity in audio, relatable topics, able to access offline.' GPST
'Maybe a quiz you can access after listening to the podcast.' GPTAwareness Improving awareness of high-quality medical education podcasts, through the provision of curated lists by trusted sources such as NES or RCGP, and sharing recommendations through newsletters or conferences 28.4% 'NES to provide list of useful podcasts for GPs / GP trainees.' GPST
'Better signposting to good resource (currently really just word of mouth).' GPT
'Easy list or source of reliable good-quality medical education podcasts.' GPTRelevance Need for UK and Scotland-specific podcasts, addressing local guidelines and challenges. GPSTs requested podcasts that help prepare them for GP examinations 18.9% 'Scottish/UK base guideline approach to primary care would be useful.' GPST
'Take into account challenges of living in parts of Scotland where some tests/treatments etc may not be available.' GPST
'Tailoring the podcasts to the needs of a GPST preparing for RCGP examinations.' GPSTQuality assurance Need for podcasts to provide accurate, reliable, and trustworthy information, suggesting a peer-review process or external evaluation by recognised institutions such as NES or RCGP 13.7% 'Validity testing/endosrsement by NES for example.' GPST
'Some external evaluation of quality and safety of the content — a certification process.' GPT
'I don't know whether there is e.g., some sort of peer-reviewing process for some podcasts — I would probably trust them a little more.' GPSTGPST = GP specialty trainee. GPT = GP trainer. NES = NHS Education for Scotland. RCGP = Royal College of General Practitioners.
Supplementary Data
- CL_10.3399BJGPO.2024.0248_supp_v1.pdf -
Supplementary material is not copyedited or typeset, and is published as supplied by the author(s). The author(s) retain(s) responsibility for its accuracy.
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Podcasting in primary care: attitudes of Scottish GP specialty trainees and trainers towards podcast-based education in primary care
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